TEDE Collection:http://tede.unioeste.br/handle/tede/558
Thu, 21 Mar 2019 18:29:24 GMT2019-03-21T18:29:24ZOs dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Netohttp://tede.unioeste.br/handle/tede/4100
Title: Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto
Autor: Tombini, Leila
Primeiro orientador: Jacondino, Eduardo Nunes
Abstract: The study analyzed how the school (direction, pedagogical coordination and teachers)
develops its practices on school violence, as well as the mechanisms, devices, and
strategies used to deal with violence. For that, the research was based on the theory of
Michel Foucault (2016). Perspective that distinguishes power from the phenomenon of
violence. This is because every institution, and with the school, is no different, it is
characterized by power relations, and it is through the power relations that the
mechanisms, the readings and the institutional strategies (the devices) that they manage,
are triggered , with violence, in schools. In view of the above, we seek to study the
phenomenon of violence through the device concept. A concept defined by Foucault
(2016) as the articulation of heterogeneous knowledges with institutional practices
involving said and unspoken, elaborated with the objective of answering the emergence
of certain questions, in view of specific historical moments. The general objective was
to analyze, from the consolidated devices in the Higino Antunes Pires Neto School, the
knowledges and practices that turned to the issue of school violence. The specific
objectives were, respectively, to understand the relations existing in postmodernity with
the school institution, violence and power. Characterize the institution, approach and
research procedures. To observe the constitutive elements of institutional practices in
the Higino Antunes Pires Neto School in its relation to the construction of pedagogical
strategies used in the face of school violence.
The study was developed in the Line of Research Society, Knowledge and Education.
From the methodological point of view, the dissertation was based on poststructuralism, especially in the genealogical perspective of Michel Foucault (2016). The
research used as a method the case study and as research techniques the analysis of
documents, interviews and questionnaires, which were carried out with students,
teachers, pedagogical team and school management. The research resulted in nine
devices, namely: CREAS Device, Directed Play Device, PROERD Device, Pedagogical
Device, Disciplinary Device, Religious Device, Psychological / Medical Device, School
Patrol Device and Device Council Guardianship. These devices were created according
to the emergence of the phenomenon of violence in the institution, and they acted in the
control of the behavior of the entire school community. The research also pointed to the
point of resistance presented before the devices, which obliged the School to rearticulate
its practices, in order to reach those who do not fit the proposed format / behavior. In
this way, the institutional devices unleashed of the School researched, in a certain
historical moment, and directed to the confrontation of violent actions.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: DissertaçãoThu, 13 Dec 2018 00:00:00 GMThttp://tede.unioeste.br/handle/tede/41002018-12-13T00:00:00ZFormação e trabalho docente em tempos de meritocracia: reflexões sobre a política educacional nacional e sua convergência na formação continuada da rede municipal de Dois Vizinhos-PRhttp://tede.unioeste.br/handle/tede/4054
Title: Formação e trabalho docente em tempos de meritocracia: reflexões sobre a política educacional nacional e sua convergência na formação continuada da rede municipal de Dois Vizinhos-PR
Autor: Mateus, Tatiane
Primeiro orientador: Zanella, José Luiz
Abstract: This research shows how the ideology of meritocracy in liberal and neoliberal thinking is
manifested in the conceptions and proposals for the teaching work in Brazilian education
and, specifically, in the municipal network of Dois Vizinhos-PR in the period from 2013
to February 2018. The school, inserted in a capitalist society, by influence of this political
and economic side, is now considered as a commodity. Thus, the nature of the problem
of this research is part of this context, in order to analyze how the politics of meritocracy
in the formation and in the teaching work is manifested. To this end, the "Partners of
Education" Movement, which is designated as an entity of civil society, has been the
subject of research and is the author of references for the elaboration of hegemonic
educational policies. The purpose of this research is to understand the conception of
meritocracy in training and teaching work in the "Education Partners", identifying the
presence of this conception in the current National Education Plan as well as in teacher
training, especially in the training proposal developed by Municipal Secretary of
Education of Dois Vizinhos, State of Paraná. The methodology of the research was
developed from the perspective of qualitative research, through the use of documental
and bibliographic research. The following authors of the analyzes were used: Luiz Carlos
de Freitas (2011, 2012), Gaudêncio Frigotto (2006, 2015), Dermeval Saviani (1987, 2001,
2005, 2007, 2010) Luiz Antônio Cunha (1980), Karel Kosik (1976). The principles of
liberalism are briefly presented and how they justify meritocracy, which is at the origin
of this doctrine. Through the ontological, epistemological and political foundations of this
concept, meritocracy will be contextualized in times of neoliberal state and the
establishment of new attributions to the teaching work. Subsequently, it analyzes the
NGO (Non-Governmental Organization) "Partners in Education" and investigates the
trend on the ideology of meritocracy in one of its documents: "The transformation of the
quality of public basic education in Brazil", published in 2010, highlighting how the
ideology of meritocracy and the proposals of the "Partners of Education" are materialized
in the National Education Plan (2014-2024) with regard to the teaching work. Finally, an
analysis of the continuing education of teachers in the municipal network of Dois
Vizinhos-PR is carried out, revealing how the ideology of meritocracy is reproduced in
this context. It is concluded that the ideology of meritocracy is a trend that has been
consolidating in the continuous formation of teachers, from the educational policy of the
Brazilian State to the specificity of the municipal network of Dois Vizinhos-PR. Its
objective is to form the new human type suitable to neoliberalism and post-Fordism: the
multipurpose subject, self-entrepreneur, individualist and competitive. To form this new
human type in the public school, hegemonic educational policy requires the teacher
training in the perspective of the pedagogy of skills - learning theory, while imposing the
accountability to teachers for the results of education.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: DissertaçãoFri, 06 Jul 2018 00:00:00 GMThttp://tede.unioeste.br/handle/tede/40542018-07-06T00:00:00ZO papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucaulthttp://tede.unioeste.br/handle/tede/4049
Title: O papel da coerção na formação educativa: (im)possibilidades de diálogo a partir das matrizes teóricas de Freud, Skinner e Foucault
Autor: Zuliani, Géssica de Souza
Primeiro orientador: Gagliotto, Giseli Monteiro
Abstract: Theoretical-bibliographical study of FREUD, SKINNER and FOUCAULT’s theoretical matrices
which deal with the social phenomena of coercion. To accomplishment of the present research,
the initial step was a bibliographical survey of academic-scientific productions in Capes, Scielo,
BDTD and of the seven (7) state public universities of Paraná databases, in verifying theses and
dissertations of the Postgraduate Stricto Sensu programs. By descriptors, in which we used as
categories of analysis, we were faced with the scarcity of papers that deal with coercion in the
educational field. We did not find productions that related the categories searched either. In this
sense, our objective lists the theoretical and philosophical matrices of the phenomena of coercion
in FREUD, FOUCAULT and SKINNER. We approached a critical reflection about a
philosophical, historical and anthropological foundation necessity in the educational formation
before the coercion in the educational context. From the dialectic method, we investigated
coercion by taking historical, philosophical analysis and its articulation with education, reflecting
on the question of the theoretical-scientific basis for the performance of educators in the education
field. We synthesized the theoretical contributions of FREUD, SKINNER and FOUCAULT, as
important matrices of scientific production on coercion. Placed as references for scientific
knowledge that presuppose coercion as a social phenomenon, present in the educational space.
This research brings to the educators elements that make it possible to criticize the present
coercion in the educational environment, by understanding the social, historical and cultural
dialectics of the relations established around it.It subsidizes methodologies to treat coercion as a
present, intentional and unintentional social phenomenon in the forms of control relations
established in the school space, pointing out alternatives to the usage or presence of the social
phenomenon of coercion in this environment.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: DissertaçãoFri, 17 Aug 2018 00:00:00 GMThttp://tede.unioeste.br/handle/tede/40492018-08-17T00:00:00ZO acesso e a permanência à educação escolar no município de Renascença-PR: percurso de crianças do campo à única escola municipalhttp://tede.unioeste.br/handle/tede/4046
Title: O acesso e a permanência à educação escolar no município de Renascença-PR: percurso de crianças do campo à única escola municipal
Autor: Groff, Iliane Bavaresco
Primeiro orientador: Antonio, Clésio Acilino
Abstract: Despite the constitutional advances by improving and guaranteeing its rights, the Rural
Education still represents an environment to the struggle and social movements
mobilization and rural social organizations for its support and recognition.
Contradictions are evident between what is written in the constitution, and what have
really been practiced nationally about the rural schools. Through this research we aim to
discuss the public policies performance that underpin the rights to Rural Education and
support the access and permanence in Basic Education in the municipality of
Renascença/PR. This project involves a rare educative phenomenal in Paraná southwest
region, that it is a centralization of access to Kindergarten and Elementary School levels
at the only school that is in the city, due to the result of permanently closing of
countryside ones, that it was encouraged by the educational policies of the decade of
1990. Renascença is an agrarian town, but it does not have Rural Schools, what it is a
peculiar and contradictory situation since there are so rural settlements and agrarian
reform camps. With this research, we tried to understand how the education rights are
guaranteed to the children of rural workers at the only school and what the real
conditions of access by school transportation are. Under a bibliographical and
documentary study, we approached the education rights based on educational policies,
in order to understand what the multiple determinations that interfere with the education
rights of rural people are. We seek to explain what the implications in the offer of Rural
Education are, through the categories of the equal rights and the diversity rights and its
importance for the implementation and support of the rural schools. The research is
characterized as qualitative, it was developed through a case study, based on
observations of the school reality, documentary analysis, quizzes and semi-structured
interviews with the purpose of proving our perceptions that the Rural Education rights
has not been guaranteed. Throughout the text we discuss the mechanisms of educational
policies that limit the rights to education to the rural people. Among the results, we
highlighted that the struggle for a Rural Education is only recognized and institutions
are maintained, in face of the mobilization of social subjects and rural social
movements. Although there is the speech of supporting schools and constitutional
documents guaranteeing Rural Education, there is a strong trend to permanently close
these institutions, given neoliberal practices and resource management. Although the
equal rights is an important achievement in our society, the diversity rights represents
the recognition of anything that is not common to all, the strengthening of identity. In
the course of our research we noted the need to improve public policies that would
really ensure Rural Education for rural people.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: DissertaçãoThu, 26 Apr 2018 00:00:00 GMThttp://tede.unioeste.br/handle/tede/40462018-04-26T00:00:00Z